Abstract:

Rachel Amstutz, an NBCT in Maryland, says that some of the formative assessment techniques in this intriguing book are common, but all well-explained. "One of the strengths of the book is the inclusion of detailed examples of real teachers using the identified strategies in their classroom," comments Amstutz.

Fisher, D. & Frey, N. (2008). Checking for understanding: Formative assessment technique for your classroom. Alexandria, VA: ASCD.

Full Text:

Checking for Understanding: Formative Assessment Techniques for Your Classroom

By Douglas Fisher and Nancy Frey
2007 (164pp/paperback)
ASCD
ISBN: 978-1-4166-0569-0
$26.95 ($20.95 for members)

Reviewed by Rachel Amstutz, NBCT
Instructional Specialist
Montgomery County Public Schools
Rockville, Maryland

In our assessment-driven culture, it’s refreshing to read a book that describes a multitude of ways to assess student learning in addition to the multiple choice questions and constructed response items we see in formal, high-stakes assessments. More so, this book stresses teaching for student learning, not just for performance results.

Beginning with a chapter entitled “Why Check for Understanding,” Fisher and Frey provide compelling support for formative assessment. They clearly define what it is and what it is not. With a brief discussion about closing the achievement gap, they note that we have no time to waste and therefore must “focus our instruction and ensure that students are learning, thinking, understanding, comprehending and processing on high levels.” Further, they assert that checking for understanding should:

· Align with enduring understandings (Wiggins & McTighe, 1998)

· Align with differentiation (Tomlinson, 1999)

· Focus on gap analysis (Bennett et al., 2004)

· Lead to precise teaching (Fullan et al., 2006)

The subsequent chapters analyze methods of checking for student understanding in specific ways, with chapters dedicated to Using Oral Language to Check for Understanding, Using Questioning, Using Writing, Using Projects and Performance, Using Tests, and Using Common Assessments and Consensus. Each chapter is organized similarly, beginning with a brief introduction, followed by misuses of this strategy in the classroom (my favorite component because the misuses they describe are SO true!). Each chapter ends with suggested formative assessment practices and examples.

In particular, two chapters provided professional food for thought that challenged me and made me analyze my practice. Chapter 2, Using Oral Language to Check for Understanding, was one of my favorites. The authors’ discussion of the history of oral language and the importance of using it to assess student learning is compelling, and their focus on Accountable Talk is excellent. Reinforcing that the goal is not just to get students chatting, they describe ways in which students can be trained to be accountable as they talk about their own learning.

As the chapters progressed, I felt the suggested practices were common in the majority of classrooms (e.g., wait time, planning questions ahead of time, every pupil response cards, etc.). That said, the authors continuously provide excellent examples and great resources for each practice that are perfect for any teacher. I particularly enjoyed the tips for Helping Students Who Respond Incorrectly (page 41), as I have constantly struggled to publicly correct students in a manner that would encourage them to keep volunteering their answers during class discussions.

Once I turned the page to begin to Chapter 7, Using Common Assessment and Consensus, I was fully intrigued and captivated again. The inclusion of this topic made the book complete as it focused on the professional development necessary to effectively check for understanding. It was almost as if strobe lights went off as I read it: it makes so much sense to check for understanding systematically with a group of colleagues, instead of only independently in my classroom. This chapter really ties it all together. As much as it goes against my rules, I’d strongly recommend reading the Afterword and Chapter 7 first!

Throughout the book, I appreciated that the authors did not discuss formative assessment in isolation. Fisher and Frey weave in threads of other research and cite well-known educational thinkers like Carol Ann Tomlinson (differentiation) and Howard Gardner (Multiple Intelligences) to present a well rounded perspective of effective teaching. They draw important connections between the opportunities students have to revise their work and thinking and the ultimate achievement of better summative assessment results.

One of the strengths of the book is the inclusion of detailed examples of real teachers using the identified strategies in their classroom. These examples provide enough context for the reader to understand what is happening in the classroom and why this strategy is impactful. There are examples from a wide range of content areas and grade levels. Something for everyone!

Prior to reading each chapter, I identified several questions about the topic that I expected to be resolved by the end of the chapter. For the most part, all of my questions were answered, many immediately! However, the one topic that I felt was unresolved throughout the book pertains to the practical classroom management challenges for constantly assessing ALL learners. How do you track your informal assessment of each student?

When I was a full-time middle school teacher with over 100 students journeying through my room each day, I struggled to document my formative assessments. Relying on my memory simply wasn’t enough, especially when I needed to speak specifically about my conclusions about a particular student. While the authors mention that you are using this information to inform instruction (implying that tracking the data is not as important), there are many times when having a record of these formative assessments would help. In a revised edition of this book, I’d love to see tips for managing the documentation as well as other classroom management strategies that I can ‘grab-and-go’ to make formative assessment easier to manage.

While I did not feel that I learned a multitude of new strategies, I was reminded of many strategies I have used throughout the years. The authors review basic classroom techniques that most (hopefully all) teachers employ on a daily basis and show how these practices can and should be used to inform instruction. Checking for Understanding is a breath of fresh air and even a hearty pat on the back for teachers who are committed to providing their students every possible opportunity to be successful.

Many teachers who read the book will recognize that the authors are suggesting you keep doing what you are doing, because it works. I highly recommend this book for all teachers new to the profession and to anyone looking for new ideas about including formative assessments in their daily teaching practice.

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